Do Not Believe the Hype: Critically discussing the role and pedagogical implication of generative AI in Human-Centred and Transdisciplinary Design Education

In this conversation paper, we discuss the implications of the emergence of generative AI tools supporting creative professional skills as tools within human-centered design and transdisciplinary education. Students' use of generative AI in educational contexts raises excitement and societal concern about injustice and normativity, salient when working with stakeholders on societal challenges. Design educators must engage in an informed and inclusive conversation on navigating this evolving landscape together with students and educational institutions. Through the lenses of our design practices, we 1) analysed students' behaviour during our education program; and 2) organized a focus group with students to explore their use of these tools in academic education. Based on our observations, we defined a set of themes that detail critical perspectives we could use to practice human-centered design and transdisciplinary education. Lastly, we present insights from our reflections as educators in form of auto-ethnography. Taking a critical stance, we debate the use of generative AI, trying to understand the impact of these tools and ways of pluralizing knowledge and practices to include, learn from, and integrate knowledge with stakeholders, humans/non-human communities. We contribute with a call for action to practice reflexivity on the challenges and opportunities of generative AI tools.